Plenary panel discussion Moderator:Future Challenges and Bill Barton (New Zealand)Educational Panelist:Responses: Zulkardi (Indonesia)Innovations and Parmjit Singh (Malaysia) Hee Chan Lew (Korea)Exemplary Practices in Fou-Lai Lin (Taiwan)MathematicsEducation
Plenary panel discussion Future Challenges and Educational Responses:Innovations and Exemplary Practices in Indonesian Mathematics Education Zulkardi Sriwijaya University, Indonesia email@example.com
Focus: main challenges, educational responses and innovation in Indonesia achievement Low score of mathematics PISA and TIMSS results and low attitude (confidence and interest) toward mathematics Some ideas from new math curriculum and its implementation in July 2013 Lesson learned from implementation of RME (PMRI), an instructional theory, and its sustainability as an innovation in mathematics education in Indonesia
Indonesia: Mean PISA scores for 2000 - 2009 for mathematics, science and reading 410 400 390Mean score 380 370 360 350 2000 2003 2006 2009 Mathematics Science Reading
Reflection from PISA results 2009100% 100% 90% 90% 80% 80% 70% 70% 60% 60% Level 6 50% 50% Level 5 40% 40% 30% 30% Level 4 20% 20% Level 3 10% 10% 0% 0% Level 2 Level 1 Below Level 1 Mathematics Ranked 61/65 countries Science Almost Indonesian students are only able to understand math and science up to level 3, while other countries are able to reach level 5 and 6. Hence, the materials and the process oflearning of Indonesian students in the school are different with developed countries(OECD)
Reflection from TIMSS Results of Mathematics (8th Grade) 2007 2011 Very Low Low Intermediate High Advance Very Low Low Intermediate High Advance100% 100% 90% 90% 80% 80% 70% 70% 60% 60% 50% 50% 40% 40% 30% 30% 20% 20% 10% 10% 0% 0% Singapore Singapore Malaysia Thailand Thailand Malaysia Morocco Iran Morocco Iran Japan Japan Indonesia Saudi Arabia Saudi Arabia Indonesia Turkey Turkey Korea, Rep. of Korea, Rep. of Chinese Taipei Chinese Taipei More than 95% Indonesia students are only able up to intermediate level while almost 50% Taiwan students are able to reach high and advance level. With this information, materials that are taught in Indonesia are not same with materials that are evaluated using International standard. Therefore, change the Curriculum
Some Issues on the new curriculum 2013 (MoEC, 2012) New curriculum: 1) Focuses on a science process based, not teaching for the test 2) It will initiated in July 2013, at grade 1, 4, 7 and 10 3) More use of ICT for content and teaching delivery 4) Students’ books and teacher guides are developed by the MoE 5) Teachers will be trained how to use new book. New math competences (Cognitive, attitude, skill), students: 1) Understand math concepts (numbers, geometry, algebra, probability & statistics with their characteristics ……. then use them in problem solving of students’ daily live); 2) Have attitude to appreciate math and its application in the daily live and build good characters such as consistent & discipline 3) Able to think
PMRI is an Innovation in Indonesia PMRI is Indonesian adaptation of “Dutch Realistic Mathematics Education” since 2001. Characteristics Math is students’ activity; use of Indonesian context, models, intertwin ed among strands, interactivity and contributions of students Results so far Students interest toward math and guided to understand math. concept.
Exemplary Practices of PMRI1) Dissemination through Pre/In-service Math Teacher Pre-service (courses) and in-service training (workshops for teachers). Up to 2012, PMRI has been implemented at 23 (33) provinces2) PMRI meets Lesson Study PMRI as the content, LS as the professional development tool for math teachers in improving the quality of student learning.3) PMRI and PISA Research on Designing PMRI / PISA-type items Design KLM (National Mathematics Literacy Contest) for Junior High School and workshop PISA for math teachers since 20104) Sustainability of PMRI Use of ICT-based materials (p4mri.net) Developing International Master Program on Realistic Mathematics Education in collaboration Indonesian-the Netherlands (Unsri, Unesa, Utrecht Universiy) since 2009
Innovations and Education Transformation in Mathematics Education: from the Malaysian Perspective Assoc Prof Dr Parmjit Singh MALAYSIA
The Malaysian Primary Mathematics Curriculum coincides with one of the most exciting times in the context of Malaysian mathematics education where changes are taking place so prominently.
New Framework of the MalaysianMathematics Curriculum
Salient points from the MalaysianEducation Transformation Language International standards Assessment The vital component in ensuring a successful paradigm shift is the presence of readiness”.
In discussing the issue of “readiness” in the implementation of the new framework, the main realization here is that in spite of the implementation of the newly reformed educational approach, such implementation can only serve as a tool while the outcome of the reformation can only be determined by the teachers who are at the end of the day, the very consumers of the tool. The question that remains is: Are the teachers ready and prepared for this change? I hope so!!
Number of Publications by Authors in EARCOME 6 Proceeding 10.9% 89.1% Eastern Authors Western Authors
Eastern cited Western cited Total references referencesEasternauthors 448 900 1348Westernauthors 10 250 260 Total 458 1150 1608References citation in EARCOME 6 Proceeding
References citation in EARCOME 6 Proceeding1000 900 448 500 250 10 0 Eastern Cited Western Cited Eastern Authors Western Authors
Increasing Attitude andReducing Gap:A New Challenge of KoreanMathematics EducationCommunityHee-chan LewKorea National University of Educationhclew@knue.ac.kr
Current Issue Korean students have demonstrated a high level of achievement in TIMSS and PISA for a long time: TIMSS 2003, 2007, 2011, PISA 2003, 2006, 2009 Despite of brilliant scores, the reports of TIMSS and PISA show the some negative results: Lack of students’ mathematical attitude Achievement gap induced by school locations.
Achievement GapPISA surveys shows that there were a big gap among 5areas of village, small town, town, city and large cityclassified by number of their populations.
New Policy of MathematicsEducation The Ministry of Education announced “the policy for advanced mathematics education” on January in 2012 and declared that 2012 was “the year of mathematics education”. The policy presents three principles to guide Korean mathematics education Mathematics for increasing thinking ability Mathematics for feeling fun Mathematics for being together
New Policy of MathematicsEducation Mathematics for increasing thinking ability Educational tools and technology STEAM Mathematics for feeling fun Textbooks based on real life and story-telling Mathematics Laboratory Classroom like a science lab Mathematics for being together College students mathematics major as mentors Mathematic online clinics
Projects based on the policy Projects of Korean Community Teachers: Professional Development Autonomous in-service program of 60-90 hours Schools: Mathematics Laboratory Environment for guided discovery and cooperative learning Local Governments: Cyber Home School system to lessen the disparity of educational opportunities between various social-economical groups Society: Amazing Math-Bus Experts delivered more than 60 kinds of tools and materials by the bus to students in the underprivileged area Publishing Company: Textbook Improvement Student-friendly and fun textbooks based on STEAM and story- telling
An Innovative Lightening-Up Program toOvercome Challenges in TaiwaneseMathematics Education Fou-Lai Lin National Taiwan Normal University
1. Main Challenges in Taiwanese MathEd. High Achievement Lack Confidence & Negative Attitude toward learning math Learning AttitudeThailan goaldPhilippine state sMalaysia Indonesia Math Int. Ave Achievement Taiwan Japan Korea Hong TIMSS 2011 Kong
Changing Teaching Approach－亮點基地計畫 Lighting-upProgram MOE founded A school-based, design-based professional development program Participation：school as a unit Mentor：one school with one math educator for one year 90% Math Educators in Taiwan are participated (47)
Foundation of the Lightening-upProgram Experiences on design-based P.D. workshopsIn particular, within an 1+7 integrated research project (More than 10 mentors are available) Cooperation of all math educators School-based Model and Active participation of Schools
亮點基地計畫 Lighting-upProgramThemes for the one-year learning (Designing Task Sequences)Conjecturing Prove and ArgumentationModeling ActivityReading Comprehension of MathDiagnostic Teaching of Math ConceptionDesigning Math Literacy Assessment Tasks
The Development of Curriculum for Each Theme First version of curriculum proposed by an experienced team Revised version brought up by+ educators who are mentoring the same theme Adapted by each learning community (school) Q & A on pedagogical problems
Tentative Result 「Teachers and Math Educators are learning to be a ”Learner”」
Tensions Faced by Educators Different Roles/Identities of In-service Teachers Timing for Elaborating Theories and Principles Tension Related to Teachers’ Vulnerability
Tensions Experienced by Teachers(1) Tension on Designing － Active vs. Passive(2) Tension on Teaching － Content vs. Student-oriented(3) Tension on students’ Learning: － Goals of learning, learningstyles
Discussion Theme 1When there is a curriculuminnovation, how can we ensure thatteachers are properly prepared andthat classroom change occurs andis sustained ?Discussion Theme 2How do we shift systems withhigh achievement/low motivation &low achievement/high motivation tohigh achievement/high motivation?
Learning AttitudeThailan goaldPhilippine state sMalaysia Indonesia Math Achievement Taiwan Japan Korea Hong Kong